Banca de DEFESA: ALEZANGELA DE FÁTIMA DE JESUS BENTO

THE PROJECTS OF LETTERING AND THE PROCESSUAL WRITING: 

A PROPOSAL FOR EDUCATION WITH DISCURSIVE GENDERS

Literacy Project. Discursive Genres. Procedural Writing. Action research.

The Literacy Projects are characterized by emphasizing activities involving reading and writing as social practices, as well as pedagogical didactic strategies capable of promoting the articulation between the curricular contents established as a focus in the teaching-learning process to socio-historical situations and cultural aspects of the student, resiguinizando them. Therefore, the objective of this work is to analyze the contribution of this methodology to the improvement of the writing practices of students of a 7th grade class that presents a high degree of difficulty in reading and textual production activities. Theoretically, we adopted as references the contributions of Literature Studies as social practice (KLEIMAN, 1995, 2001, 2005, 2009, ROJO, MOURA, 2012; SOARES, 1998; 2003 and TFOUNI, 1995) Tinoco and Santos (2011). To support the approach of genres as artifacts in literacy events and practices, we use Bakhtin's contributions (2011); as well as the conception of writing a procedural activity based on the postulates of Passarelli (2004) .In terms of methodology, the proposed research establishes itself as an action research (THIOLLENT, 1986) and follows orientations of the qualitative approach of data (BODGAN; BIKLEN, 1982). The results point to the relevance of the implementation of the Literacy Project to improve students' performance in reading and written production of proposed discursive genres.